Direct and Indirect Assessment of Student Perspectives and Performance in an Online / Distance Education Chemical Engineering Bridging Course Sequence

  • Matthew E. Cooper Department of Chemical and Biomolecular Engineering, North Carolina State University http://orcid.org/0000-0003-1060-4628
  • Lisa G. Bullard Department of Chemical and Biomolecular Engineering, North Carolina State University
  • Dan Spencer Distance Education and Learning Technology Applications (DELTA), North Carolina State University
  • Chris Willis Distance Education and Learning Technology Applications (DELTA), North Carolina State University

Abstract

Direct and indirect assessments of student learning, motivation and course experience were completed for a two-semester online chemical engineering graduate bridging course. Both direct and indirect assessments showed students better accomplished learning objectives associated with material and energy balances, momentum/heat/mass transport, solution thermodynamics and kinetics compared to those with classical thermodynamics. While student motivation and interest course were consistently at high levels, student estimations of their feelings of connectedness were lower than desired.

Author Biographies

Matthew E. Cooper, Department of Chemical and Biomolecular Engineering, North Carolina State University

Matthew Cooper is a Teaching Associate Professor in the Department of Chemical and Biomolecular Engineering at NC State.  After receiving a PhD in Chemical Engineering from Ohio University, Dr. Cooper served as a researcher at RTI International before joining the NC State faculty in 2011.  Dr. Cooper’s research interests include effective teaching, process safety decision-making skills, and best practices for online education.

Lisa G. Bullard, Department of Chemical and Biomolecular Engineering, North Carolina State University

Lisa G. Bullard is an Alumni Distinguished Undergraduate Professor and Director of Undergraduate Studies in the Department of Chemical and Biomolecular Engineering at NC State.  She received her BS in Chemical Engineering from NC State and her PhD in Chemical Engineering from Carnegie Mellon University.  She served in engineering and management positions within Eastman Chemical Company from 1991-2000.  A faculty member at NC State since 2000,  Dr. Bullard’s research interests lie in the areas of teaching and advising effectiveness, academic integrity, and instruction in material and energy balances and capstone process design. 

Dan Spencer, Distance Education and Learning Technology Applications (DELTA), North Carolina State University

Dan Spencer is a Postdoctoral Research Scholar in the Distance Education and Learning Technology Applications department at NC State. He received his PhD in Educational Psychology from NC State and his BSc/MSc degrees in Psychology from Bangor University, Wales.  His research interests center around the design and evaluation of pedagogical interventions in higher education.  In particular, his focus has been on improving self-regulation and motivation, as well as the use of assessment data to increase student learning outcomes and perceptions. 

Chris Willis, Distance Education and Learning Technology Applications (DELTA), North Carolina State University

Chris Willis is Assistant Director, DELTA Planning and Assessment at NC State.  He manages course redesign and educational technology evaluations, focusing on technology integration and pedagogical best practices to support student success.  Chris holds a Master’s degrees in survey research and education, and is a PhD student in Educational Leadership, Policy and Human Development.

Published
2020-03-30
Section
Manuscripts